TriMetrix HD - BWL

TriMetrix® HDExecutive Coaching

Dee SampleDirector of Business DevelopmentApex Corporation6-29-2017

NEW25

Copyright © 2006-2017. Target Training International, Ltd.

Introduction Where Opportunity Meets Talent

The TriMetrix® HD Coaching Report was designed to increase the understanding of anindividual's talents. The report provides insight to four distinct areas: behaviors, driving forces,acumen and competencies. Understanding strengths and weaknesses in each of the four areaswill lead to personal and professional development and a higher level of satisfaction.

The following is an in-depth look at your personal talents in the four main sections:

Behaviors

This section of the report is designed to help you attain a greater knowledge of yourself as well asothers. The ability to interact effectively with people may be the difference between success andfailure in your work and personal life. Effective interaction starts with an accurate perception ofoneself.

Driving Forces

This section of the report provides information on the why of your actions, which with applicationand coaching, can tremendously impact your valuing of life. Once you know the motivations thatdrive your actions, you will immediately be able to understand the causes of conflict.

Integrating Behaviors And Driving Forces

This section of the report will help you blend the how and the why of your actions. Once you canunderstand how your behaviors and driving forces blend together, your performance will beenhanced and you will experience an increase in satisfaction.

Acumen Indicators

This section of the report will help you truly understand how you analyze and interpret yourexperiences. Your acumen, keenness and depth of perception or discernment, is directly relatedto your level of performance.

Competencies

This section presents 25 key competencies and ranks them from top to bottom, defining yourmajor strengths. The skills at the top highlight well-developed capabilities and reveal where youare naturally most effective in focusing your time.

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Introduction Behaviors Section

Behavioral research suggests that the most effective people are those who understandthemselves, both their strengths and weaknesses, so they can develop strategies to meetthe demands of their environment.

A person's behavior is a necessary and integral part of who they are. In other words, much of ourbehavior comes from "nature" (inherent), and much comes from "nurture" (our upbringing). It isthe universal language of "how we act," or our observable human behavior.

In this report we are measuring four dimensions of normal behavior. They are:

How you respond to problems and challenges.

How you influence others to your point of view.

How you respond to the pace of the environment.

How you respond to rules and procedures set by others.

This report analyzes behavioral style; that is, a person's manner of doing things. Is the report100% true? Yes, no and maybe. We are only measuring behavior. We only report statementsfrom areas of behavior in which tendencies are shown. To improve accuracy, feel free to makenotes or edit the report regarding any statement from the report that may or may not apply, butonly after checking with friends or colleagues to see if they agree.

"All people exhibit all four behavioralfactors in varying degrees of intensity."

–W.M. Marston

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General CharacteristicsBased on Dee's responses, the report has selected general statements to provide abroad understanding of her work style. These statements identify the basic naturalbehavior that she brings to the job. That is, if left on her own, these statementsidentify HOW SHE WOULD CHOOSE TO DO THE JOB. Use the generalcharacteristics to gain a better understanding of Dee's natural behavior.

Dee seeks her own solutions to problems. In this way, her independent naturecomes into play. She wants to be seen as a winner and has an inherent dislikefor losing or failing. She tends to work hard and long to be successful. She hashigh ego strengths and may be viewed by some as egotistical. She can beaggressive and direct, but still be considerate of people. Other people realizethat directness is one of her great strengths. Dee displays a high energy factorand is optimistic about the results she can achieve. The word "can't" is not inher vocabulary. Most people see her as a high risk-taker. Her view is, "nothingventured, nothing gained." She appreciates others who are team players andwill reward those who are loyal. She is often considered daring, bold and gutsy.She is a risk taker who likes to be seen as an individualist. Dee may be soself-confident that others see her as arrogant. This confidence may besomething others wish they had. She embraces visions not always seen byothers. Dee's creative mind allows her to see the "big picture."

Dee has the unique ability of tackling tough problems and following themthrough to a satisfactory conclusion. She prefers authority equal to herresponsibility. Sometimes she may be so opinionated about a particularproblem that she has difficulty letting others participate in the process. She isdecisive and prefers to work for a decisive manager. She can experiencestress if her manager does not possess similar traits. Dee should realize that attimes she needs to think a project through, beginning to end, before starting theproject. She is a good problem solver and troubleshooter, always seeking newways to solve old problems. Logic and people who have the facts and data tosupport this logic influence her. She admires the patience required to gatherfacts and data. Many people see her decisions as high-risk decisions.However, after the decision is made, she tends to work hard for a successfuloutcome.

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General Characteristics Continued

Dee may sometimes mask her feelings in friendly terms. If pressured, Dee'strue feelings may emerge. She is influenced by people who communicate witha logical presentation of the facts, impressed by the apparent efficiencyinvolved. She tends to influence people by being direct, friendly andresults-oriented. She may lose interest in what others are saying if they rambleor don't speak to the point. Her active mind is already moving ahead. Dee likespeople who give her options as compared to their opinions. The options mayhelp her make decisions, and she values her own opinion over that of others!She likes people who present their case effectively. When they do, she canthen make a quicker assessment or decision. She challenges people whovolunteer their opinions. She has the ability to ask the right questions anddestroy a shallow idea. Some people may feel these questions are a personalattack upon their integrity; however, this is just her way of getting theappropriate facts.

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Value to the OrganizationThis section of the report identifies the specific talents and behavior Dee brings to thejob. By looking at these statements, one can identify her role in the organization. Theorganization can then develop a system to capitalize on her particular value and makeher an integral part of the team.

Innovative.

Will join organizations to represent the company.

Can support or oppose strongly.

Forward-looking and future-oriented.

Challenge-oriented.

Thinks big.

Pioneering.

Self-starter.

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Checklist for CommunicatingMost people are aware of and sensitive to the ways with which they prefer to becommunicated. Many people find this section to be extremely accurate and importantfor enhanced interpersonal communication. This page provides other people with alist of things to DO when communicating with Dee. Read each statement and identifythe 3 or 4 statements which are most important to her. We recommend highlightingthe most important "DO's" and provide a listing to those who communicate with Deemost frequently.

Ways to Communicate:

Expect her to return to fight another day when she has received a "no"answer.

Support and maintain an environment where she can be efficient.

Ask specific (preferably "what?") questions.

Clarify any parameters in writing.

Provide solutions--not opinions.

Use a balanced, objective and emotional approach.

Motivate and persuade by referring to objectives and results.

Provide questions, alternatives and choices for making her own decisions.

Provide "yes" or "no" answers--not maybe.

Flatter her ego.

Read the body language--look for impatience or disapproval.

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Checklist for Communicating Continued

This section of the report is a list of things NOT to do while communicating with Dee.Review each statement with Dee and identify those methods of communication thatresult in frustration or reduced performance. By sharing this information, both partiescan negotiate a communication system that is mutually agreeable.

Ways NOT to Communicate:

Muffle or overcontrol.

Reinforce agreement with "I'm with you."

Try to convince by "personal" means.

Try to build personal relationships.

Direct or order.

Let disagreement reflect on her personally.

Come with a ready-made decision, or make it for her.

Ramble on, or waste her time.

Be paternalistic.

Let her overpower you with verbiage.

Be redundant.

Ask rhetorical questions, or useless ones.

Take credit for her accomplishments.

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Communication TipsThis section provides suggestions on methods which will improve Dee's communications with others. The tipsinclude a brief description of typical people in which she may interact. By adapting to the communication styledesired by other people, Dee will become more effective in her communications with them. She may have topractice some flexibility in varying her communication style with others who may be different from herself. Thisflexibility and the ability to interpret the needs of others is the mark of a superior communicator.

When communicating with a person who isambitious, forceful, decisive, strong-willed,independent and goal-oriented:

Be clear, specific, brief and to the point.Stick to business.Be prepared with support material in awell-organized "package."

Factors that will create tension ordissatisfaction:

Talking about things that are not relevant to theissue.Leaving loopholes or cloudy issues.Appearing disorganized.

When communicating with a person who ismagnetic, enthusiastic, friendly, demonstrativeand political:

Provide a warm and friendly environment.Don't deal with a lot of details (put them in writing).Ask "feeling" questions to draw their opinions orcomments.


Being curt, cold or tight-lipped.Controlling the conversation.Driving on facts and figures, alternatives,abstractions.

When communicating with a person who ispatient, predictable, reliable, steady, relaxed andmodest:

Begin with a personal comment--break the ice.Present your case softly, nonthreateningly.Ask "how?" questions to draw their opinions.


Rushing headlong into business.Being domineering or demanding.Forcing them to respond quickly to yourobjectives.

When communicating with a person who isdependent, neat, conservative, perfectionist,careful and compliant:

Prepare your "case" in advance.Stick to business.Be accurate and realistic.


Being giddy, casual, informal, loud.Pushing too hard or being unrealistic withdeadlines.Being disorganized or messy.

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PerceptionsSee Yourself as Others See You

A person's behavior and feelings may be quickly telegraphed to others. This sectionprovides additional information on Dee's self-perception and how, under certainconditions, others may perceive her behavior. Understanding this section willempower Dee to project the image that will allow her to control the situation.

Self-PerceptionDee usually sees herself as being:

Pioneering Assertive

Competitive Confident

Positive Winner

Others' Perception - Moderate Under moderate pressure, tension, stress or fatigue, others may see her asbeing:

Demanding Nervy

Egotistical Aggressive

Others' Perception - ExtremeUnder extreme pressure, stress or fatigue, others may see her as being:

Abrasive Controlling

Arbitrary Opinionated

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The Absence of a Behavioral FactorThe absence of a behavioral factor may provide insight into situations or environmentsthat may cause tension or stress. Based on research, we are able to identifysituations that should be avoided or minimized in a person's day-to-day environment.By understanding the contribution of a low behavioral style, we are able to betterarticulate a person's talents and create environments where people can be moreeffective.

Situations and circumstances to avoid or aspects needed within theenvironment in order to minimize behavioral stress.

Avoid environments where micro-management is the way of theorganization.

Avoid situations where critical analysis is required, and move toward anout-of-the-box brainstorming environment.

Avoid situations where the lack of fear is the driving force versus thereturn for the organization.

Understanding that the need to adapt is unavoidable at times, below aretips for adapting to those with C above the energy line and/or tips forseeking environments that will be conducive to the low C.

Extremely formal and structured interactions may cause stress.

Understand the need for detail in delegation practices, as this maycause unnecessary stress for others, and the desired result will be moredifficult to achieve.

Stress is demonstrated through body language; be sure to send thesame message verbally and physically.

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DescriptorsBased on Dee's responses, the report has marked those words that describe herpersonal behavior. They describe how she solves problems and meets challenges,influences people, responds to the pace of the environment and how she responds torules and procedures set by others.

Driving

Ambitious

Pioneering

Strong-Willed

Determined

Competitive

Decisive

Venturesome

Calculating

Cooperative

Hesitant

Cautious

Agreeable

Modest

Peaceful

Unobtrusive

Dominance

Inspiring

Magnetic

Enthusiastic

Persuasive

Convincing

Poised

Optimistic

Trusting

Reflective

Factual

Calculating

Skeptical

Logical

Suspicious

Matter-of-Fact

Incisive

Influencing

Relaxed

Passive

Patient

Possessive

Predictable

Consistent

Steady

Stable

Mobile

Active

Restless

Impatient

Pressure-Oriented

Eager

Flexible

Impulsive

Steadiness

Cautious

Careful

Exacting

Systematic

Accurate

Open-Minded

Balanced Judgment

Diplomatic

Firm

Independent

Self-Willed

Obstinate

Unsystematic

Uninhibited

Arbitrary

Unbending

Compliance

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Natural and Adapted StyleDee's natural style of dealing with problems, people, pace of events and proceduresmay not always fit what the environment needs. This section will provide valuableinformation related to stress and the pressure to adapt to the environment.

Problems - Challenges

Natural Adapted

Dee tends to deal with problems andchallenges in a demanding, drivingand self-willed manner. She isindividualistic in her approach andactively seeks goals. Dee will attackproblems and likes a position withauthority and work that willconstantly challenge her to performup to her ability.

Dee's response to the environment isto be strong-willed and ambitious inher problem-solving approach. Sheseeks to win against all obstacles.

People - Contacts

Natural Adapted

Dee is enthusiastic about her abilityto influence others. She prefers anenvironment in which she has theopportunity to deal with differenttypes of individuals. Dee is trustingand also wants to be trusted.

Dee sees no need to change herapproach to influencing others to herway of thinking. She sees her naturalstyle to be what the environment iscalling for.

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Natural and Adapted Style Continued

Pace - Consistency

Natural Adapted

Dee is deliberate and steady. She iswilling to change, if the new directionis meaningful and consistent with thepast. She will resist change forchange's sake.

Dee feels the need for mobility andthe absence of routine. She feelscomfortable juggling several projectsat one time and can move from oneproject to another fairly easily.

Procedures - Constraints

Natural Adapted

Dee does not like constraints, attimes she can be somewhat defiantand rebellious. She has a tendencyto lack social tact and diplomacywhen confronted with too many orunreasonable constraints. Sheseeks adventure and excitement andwants to be seen as her own person.

Dee shows little discomfort whencomparing her basic (natural) style toher response to the environment(adapted) style. The difference is notsignificant and Dee sees little or noneed to change her response to theenvironment.

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Adapted StyleDee sees her present work environment requiring her to exhibit the behavior listed onthis page. If the following statements DO NOT sound job related, explore the reasonswhy she is adapting this behavior.

Skillful use of vocabulary for persuasive situations.

Using a creative approach in decision making.

Persistence in job completion.

Anticipating and solving problems.

Responding well to challenges: "You say I can't do it? Just watch me!"

Dedicated to "going it alone" when necessary.

Having the ability to see the "big picture" as well as the small pieces of thepuzzle.

Being creative and unconventional in making a point.

Being independent and innovative.

Willing to take risks when others may be hesitant.

Flaunting independence.

Firm commitment to accomplishments.

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Time WastersThis section of your report is designed to identify time wasters that may impact youroverall time use effectiveness. Possible causes and solutions will serve as a basis forcreating an effective plan for maximizing your use of TIME and increasing yourPERFORMANCE.

Crisis ManagementCrisis Management is defined as a management style that is consistentlydriven by uncontrolled external issues as the preferred method of managing.This style allows crises to precipitate rather than anticipating them and beingpro-active.

Possible Causes:

Lack planning

Place unrealistic time requirements on people and tasks

Always looking for problems to solve

Possible Solutions:

Have a well defined operational plan

Target key individuals to handle specific problems

Ask for recommendations from key people

Delegate authority and responsibility when possible

FirefightingFirefighting is often defined as being pulled away from priority tasks to answerquestions, offer solutions, delegate or solve problem-related minor issues.These issues usually "flare up" quickly and are "put out" quickly.

Possible Causes:

Desire to solve problems quickly and sometimes without adequateinformation

Lack of delegation

Lack of standard operating procedures

Poor/wrong priorities

Failure to fit intensity to the situation

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Time Wasters Continued

Possible Solutions:

Establish a plan

Create operational procedures for tasks and known problems

Establish a "management by objectives" approach

Poor DelegationPoor delegation usually means the inability to discriminate between tasksneeding your time and attention, and those others are capable ofaccomplishing.

Possible Causes:

Do not want to give up control

Do not trust the abilities of others

Do not understand the abilities of others

Fear the talents of others

Do not want to overload others

Possible Solutions:

Train and mentor others

Develop a support team

Give people the opportunity to help

Recognize the time spent training others on routine tasks will result ingained cumulative time for higher priority tasks

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Areas for ImprovementIn this area is a listing of possible limitations without regard to a specific job. Reviewwith Dee and cross out those limitations that do not apply. Highlight 1 to 3 limitationsthat are hindering her performance and develop an action plan to eliminate or reducethis hindrance.

Dee has a tendency to:

Blame, deny and defend her position--even if it is not needed.

Have trouble delegating--can't wait, so does it herself.

Overstep authority and prerogatives--will override others.

Dislike routine work or routine people--unless she sees the need to furtherher goals.

Set standards for herself and others so high that impossibility of thesituation is common place.

Make "off the cuff" remarks that are often seen as personal prods.

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Behavioral HierarchyYour observable behavior and related emotions contribute to your success on the job.When matched to the job, they play a large role in enhancing your performance. Thelist below ranks your behavioral traits from the strongest to the weakest.

1. Competitive - Want to win or gain an advantage.0 10 20 30 40 50 60 70 80 90 100

100 Natural

49*75 Adapted

47*

2. Frequent Change - Rapidly shift between tasks.0 10 20 30 40 50 60 70 80 90 100

80 Natural

52*80 Adapted

50*

3. Interaction - Frequently engage and communicate withothers.0 10 20 30 40 50 60 70 80 90 100

70 Natural

60*80 Adapted

55*

4. Urgency - Take immediate action.0 10 20 30 40 50 60 70 80 90 100

66 Natural

43*72 Adapted

43*

* 68% of the population falls within the shaded area.

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Behavioral Hierarchy Continued

5. Versatile - Adapt to various situations with ease.0 10 20 30 40 50 60 70 80 90 100

60 Natural

54*70 Adapted

52*

6. People-Oriented - Build rapport with a wide range ofindividuals.0 10 20 30 40 50 60 70 80 90 100

60 Natural

65*70 Adapted

62*

7. Customer-Oriented - Identify and fulfill customerexpectations.0 10 20 30 40 50 60 70 80 90 100

53 Natural

64*57 Adapted

62*

8. Persistence - Finish tasks despite challenges or resistance.0 10 20 30 40 50 60 70 80 90 100

42 Natural

61*38 Adapted

64*


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Behavioral Hierarchy Continued

9. Consistent - Perform predictably in repetitive situations.0 10 20 30 40 50 60 70 80 90 100

35 Natural

61*28 Adapted

64*

10. Following Policy - Adhere to rules, regulations, or existingmethods.0 10 20 30 40 50 60 70 80 90 100

35 Natural

60*38 Adapted

63*

11. Analysis - Compile, confirm and organize information.0 10 20 30 40 50 60 70 80 90 100

25 Natural

53*20 Adapted

59*

12. Organized Workplace - Establish and maintain specificorder in daily activities.0 10 20 30 40 50 60 70 80 90 100

20 Natural

51*15 Adapted

57*

* 68% of the population falls within the shaded area.SIA: 78-72-42-07 (12) SIN: 89-68-60-07 (44)

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Style Insights®

Graphs6-29-2017

Adapted Style

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Norm 2017 R4

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The Success Insights®

Wheel

The Success Insights® Wheel is a powerful tool popularized in Europe. In addition to the text youhave received about your behavioral style, the Wheel adds a visual representation that allows youto:

View your natural behavioral style (circle).

View your adapted behavioral style (star).

Note the degree you are adapting your behavior.

If you filled out the Work Environment Analysis, view the relationship of your behavior to yourjob.

Notice on the next page that your Natural style (circle) and your Adapted style (star) are plotted onthe Wheel. If they are plotted in different boxes, then you are adapting your behavior. The furtherthe two plotting points are from each other, the more you are adapting your behavior.

If you are part of a group or team who also took the behavioral assessment, it would beadvantageous to get together, using each person's Wheel, and make a master Wheel thatcontains each person's Natural and Adapted style. This allows you to quickly see where conflictcan occur. You will also be able to identify where communication, understanding andappreciation can be increased.

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The Success Insights®

Wheel6-29-2017

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Natural: (44) CONDUCTING PERSUADER (ACROSS)

Adapted: (12) CONDUCTING PERSUADER

Norm 2017 R4

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Understanding Your Driving ForcesEduard Spranger first defined six primary types or categories to define human motivation anddrive. These six types are Theoretical, Utilitarian, Aesthetic, Social, Individualistic and Traditional.

With TTISI's additional insights into Spranger's original work, the 12 Driving Forces® came to life.The 12 Driving Forces® are established by looking at each motivator on a continuum anddescribing both ends. All of the twelve descriptors are based on six keywords, one for eachcontinuum. The six keywords are Knowledge, Utility, Surroundings, Others, Power andMethodologies.

You will learn how to explain, clarify and amplify some of the driving forces in your life. This reportwill empower you to build on your unique strengths, which you bring to work and life. You willlearn how your passions from 12 Driving Forces® frame your perspectives and provide the mostaccurate understanding of you as a unique person.

Please pay careful attention to your top four driving forces, as they highlight what most powerfullymoves you to action. As you examine the next tier of four driving forces, you'll recognize theymay have strong pull for you, but only in certain situations. Finally, when reviewing the bottomfour driving forces, you will identify your varying levels of indifference or total avoidance.

Once you have reviewed this report you will have a better grasp of one of the key areas in theScience of Self™ and will:

Identify and understand your unique Driving Forces

Understand and appreciate the Driving Forces of others

Establish methods to recognize and understand how your Driving Forces interact withothers to improve communication

24Dee Sample


General CharacteristicsBased on your responses, the report has generated statements to provide a broadunderstanding of WHY YOU DO WHAT YOU DO. These statements identify themotivation that you bring to the job. However, you could have a potential Me-Meconflict when two driving forces seem to conflict with each other. Use the generalcharacteristics to gain a better understanding of your driving forces.

Dee may be energized by public recognition. She will strive to maintainindividuality in group settings. She has the desire to be recognized for heraccomplishments. She tends to seek new methods and ways to expand herfuture opportunities. Dee will not be afraid to explore new and different ways ofinterpreting her own belief system. She tends to overlook traditions orboundaries to complete a task. She may question the amount of timeindividuals spend helping other people. She may be firm in her decisions andnot be swayed by unfortunate circumstances. Dee may give freely of time,talent and resources, but will want and expect a return on her investment.Dee's enterprising tendencies may cause her to be sensitive to wasting time,resources and/or opportunities. She will focus on the purpose as well as thepresentation of a project. If knowledge of a specific subject is not of interest, oris not required for success, Dee will have a tendency to rely on her intuition orpractical information in this area.

Dee wants to control her own destiny and display her independence. Shetends to work long and hard to advance her position. In many cases, Deewould prefer to set her own plan of action. She seeks new ways to accomplishroutine tasks. Dee is willing to help others if they are working to achieve theirgoals. She will struggle if helping others is in conflict with her own self-interest.She evaluates situations and looks for the potential return on investment. Shemay focus on efficiency to minimize the squandering of resources. Dee may beable to mask personal issues and focus on professional productivity. She mayattempt to balance the functionality and harmony of her workday. If Dee is trulyinterested in a specific subject, or if knowledge of specific subject matter isrequired for success, then she will take the initiative to learn about that subjectin great depth. She has the potential to become an expert in her chosen field.

25Dee Sample


General Characteristics

Dee will incorporate knowledge as well as experience when makingdecisions. She may be able to separate issues to keep the momentum movingforward. She tends to be creative when working with limited resources. Shetends to believe hard work and persistence is within everyone's reach. Deetends to interpret and dissect other systems and/or traditions and is creativewhen applying them. She may prefer to set her own plan to guide her actions.If necessary, Dee will be assertive to maintain control of a situation. She willstrive to create a winning strategy for herself and/or her team.

26Dee Sample


Primary Driving Forces ClusterYour top driving forces create a cluster of drivers that move you to action. If you focuson the cluster rather than a single driver you can create combinations of factors thatare very specific to you. The closer the scores are to each other the more you canpull from each driver. Think about the driver that you can relate to most and then seehow your other primary drivers can support or complement to create your uniquedriving force.

1. Commanding - People who are driven by status, recognition and controlover personal freedom.0 10 20 30 40 50 60 70 80 90 100

72

50*

2. Receptive - People who are driven by new ideas, methods and opportunitiesthat fall outside a defined system for living.0 10 20 30 40 50 60 70 80 90 100

69

46*

3. Intentional - People who are driven to assist others for a specific purpose,not just for the sake of being helpful or supportive.0 10 20 30 40 50 60 70 80 90 100

53

51*

4. Resourceful - People who are driven by practical results, maximizing bothefficiency and returns for their investments of time, talent, energy andresources.0 10 20 30 40 50 60 70 80 90 100

50

42*

Norm 2017

27Dee Sample


Situational Driving Forces ClusterYour middle driving forces create a cluster of drivers that come in to play on asituational basis. While not as significant as your primary drivers, they can influenceyour actions in certain scenarios.

5. Objective - People who are driven by the functionality and objectivity of theirsurroundings.0 10 20 30 40 50 60 70 80 90 100

49

50*

6. Intellectual - People who are driven by opportunities to learn, acquireknowledge and the discovery of truth.0 10 20 30 40 50 60 70 80 90 100

47

54*

7. Altruistic - People who are driven to assist others for the satisfaction ofbeing helpful or supportive.0 10 20 30 40 50 60 70 80 90 100

36

33*

8. Selfless - People who are driven by completing tasks for the sake ofcompletion, with little expectation of personal return.0 10 20 30 40 50 60 70 80 90 100

35

40*

Norm 2017

28Dee Sample


Indifferent Driving Forces ClusterYou may feel indifferent toward some or all of the drivers in this cluster. However, theremaining factors may cause an adverse reaction when interacting with people whohave one or more of these as a primary driving force.

9. Instinctive - People who are driven by utilizing past experiences, intuitionand seeking specific knowledge when necessary.0 10 20 30 40 50 60 70 80 90 100

33

29*

10. Harmonious - People who are driven by the experience, subjectiveviewpoints and balance in their surroundings.0 10 20 30 40 50 60 70 80 90 100

31

35*

11. Structured - People who are driven by traditional approaches, provenmethods and a defined system for living.0 10 20 30 40 50 60 70 80 90 100

14

38*

12. Collaborative - People who are driven by being in a supporting role andcontributing with little need for individual recognition.0 10 20 30 40 50 60 70 80 90 100

11

35*

Norm 2017

29Dee Sample


Areas for AwarenessFor years you have heard statements like, "Different strokes for different folks," "to each his own," and"people do things for their own reasons, not yours." When you are surrounded by people who sharesimilar driving forces, you will fit in with the group and be energized. However, when surrounded bypeople whose driving forces are significantly different from yours, you may be perceived as out of themainstream. These differences can induce stress or conflict.

This section reveals areas where your driving forces may be outside the mainstream and could lead toconflict. The further above the mean and outside the mainstream you are, the more people will noticeyour passion about that driving force. The further below the mean and outside the mainstream youare, the more people will notice your avoidance or indifference regarding that driving force. Theshaded area for each driving force represents 68 percent of the population or scores that fall withinone standard deviation above or below the national mean.

Norms & Comparisons Table - Norm 2017

Intellectual Mainstream

Instinctive Mainstream

Resourceful Mainstream

Selfless Mainstream

Harmonious Mainstream

Objective Mainstream

Altruistic Mainstream

Intentional Mainstream

Commanding Mainstream

Collaborative Indifferent

Structured Indifferent

Receptive Mainstream

- 1st Standard Deviation - * 68% of the population falls within the shaded area. - national mean - your score - 2nd Standard Deviation - 3rd Standard Deviation

Mainstream - one standard deviation of the national meanPassionate - two standard deviations above the national meanIndifferent - two standard deviations below the national meanExtreme - three standard deviations from the national mean

30Dee Sample


Driving Forces Graph

100 75 50 25 0 25 50 75 100Knowledge

33 47

IntellectualInstinctive

100 75 50 25 0 25 50 75 100Utility

35 50

ResourcefulSelfless

100 75 50 25 0 25 50 75 100Surroundings

49 31

HarmoniousObjective

100 75 50 25 0 25 50 75 100Others

53 36

AltruisticIntentional

100 75 50 25 0 25 50 75 100Power

11 72

CommandingCollaborative

100 75 50 25 0 25 50 75 100Methodologies

69 14

StructuredReceptive

- Denotes Primary Driving Force

T: 2:55

31Dee Sample


Driving Forces Wheel

THE - 47

Intellectual

UTI - 50

ResourcefulA

ES

- 31H

armonio

us

SO

C -

36

Alt

ruis

tic

IND -

72

Comm

andi

ng

TRA - 14

Structured

THE - 33Instinctive

UTI - 35Selfless

AE

S - 49

Ob

jective

SO

C -

53

Inte

ntio

nal

IND -

11

Colla

borativ

e TRA - 69

Receptive

T: 2:55

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Descriptors Wheel

Situational

Intellectual

Prim

ary

ResourcefulIndifferent

Harm

onio

us

Sit

uat

ion

al

Alt

ruis

tic

Prim

ary

Comm

andi

ng

Indifferent

Structured

Indifferent

Instinctive

Situational

Selfless

Situ

ation

al

Ob

jective

Pri

mar

y

Inte

ntio

nal

Indi

ffere

nt

Colla

bora

tive

Primary

Receptive

Knowledge

Discovery

Identifying Truth

Return on Investment

Practical Results

Efficiency

Subjective

Balance

The Experience

Ser

ving

Oth

ers

Com

pass

ion

Car

ing

Sta

tus

Recogn

ition

Individu

ality

Ideology

Proven Methods

Structure

Relevant KnowledgeIntuitionCurrent Needs

Accomplishment

Willing

Accom

modating

Function

Com

partmentalization

Detachm

ent

Opp

ortu

nity

Sel

f Int

eres

ts

Per

sona

l Ben

efit

Suppo

rting

Coope

ratio

n

Sha

ring

New MethodsOptionsPossibilities

T: 2:55

33Dee Sample


Introduction Integrating Behaviors and Driving Forces Section

The ultimate power behind increasing job satisfaction and performance comes from the blendingof your behaviors and driving forces. Each individually is powerful in order to modify your actions,but the synergy of blending the two moves you to a whole new level.

In this section you will find:

Potential Behavioral and Motivational Strengths

Potential Behavioral and Motivational Conflict

Ideal Environment

Keys to Motivating

Keys to Managing

34Dee Sample


Potential Behavioral and MotivationalStrengthsThis section describes the potential areas of strengths between Dee's behavioral styleand top four driving forces. Identify two to three potential strengths that need to bemaximized and rewarded in order to enhance on-the-job satisfaction.

Forward-looking to improve herself or a situation.

Seeks the challenge and opportunity to win.

Not easily deterred by setbacks.

Will champion change and focus on out of the box results

Puts everything she has into looking for new opportunities.

Lives by an open system and will do anything to enhance it.

Looks for a better approach to utilize others.

Will champion a worthy cause, as a challenge, if they see a potentialreturn.

Tough but fair when others are willing to work hard.

Has an entrepreneurial mindset.

Tends to be futuristic.

Can be resourceful to influence others to get results.

35Dee Sample


Potential Behavioral and MotivationalConflictThis section describes the potential areas of conflict between Dee's behavioral styleand top four driving forces. Identify two to three potential conflicts that need to beminimized in order to enhance on-the-job performance.

May always want to display her superiority through problems orchallenges.

Takes on too much, too soon, too fast to maintain control.

Can set personal standards too high.

A desire for better results may be prohibited by her need for somethingnew.

May break others' rules to keep the momentum moving.

Willing to listen to outside viewpoints to build a creative solution.

Can sometimes lack diplomacy when asking for assistance.

May try to utilize many people to obtain results.

May set standards too high that causes others to fall short.

Tends to think bigger is always better.

May make a quick decision that results in a bad investment and/or wastedtime.

Will override other variables for the sake of an investment.

36Dee Sample


Ideal EnvironmentPeople are more engaged and productive when their work environment matches thestatements described in this section. This section identifies the ideal workenvironment based on Dee's behavioral style and top four driving forces. Use thissection to identify specific duties and responsibilities that Dee enjoys.

An environment where competition and winning is viewed as the ideal.

Ability to be self-starting and forward looking as it relates to challengingthe status quo.

Opportunity to assertively express her desire to control her own destinyand potentially that of others.

Opportunity to alter existing systems to make them bigger, better andfaster.

Ability to achieve results by challenging the status quo.

An environment to challenge rules in which she doesn't agree.

A forum to champion the needs and desires of others who are willing towork for common results.

The opportunity to show others their potential in order to drive the desiredoutcomes.

A results-driven environment where people are respected for what theycan provide.

Having economic, competitive and challenging incentives.

Rewards for being quicker, faster, better.

An environment where direct, bottom-line efforts are appreciated.

37Dee Sample


Keys to MotivatingAll people are different and motivated in various ways. This section of the report wasproduced by analyzing Dee's driving forces. Review each statement produced in thissection with Dee and highlight those that are present "wants."

Dee wants:

New and difficult challenges that lead to prestige and status.

Power and control over outcomes and goals.

Ability to create, share and control the vision.

All systems and structures to be current and moving toward the desiredresult.

The ability to solve problems by examining many new approaches.

A manager and a team that appreciates that every system should bechallenged.

Opportunities to accomplish solutions to problems that relate to her vision.

To be in charge of people, resources and surroundings.

Recognition for driving business and being a catalyst for changing theworld.

Opportunities for achieving things faster and of more value.

Freedom to get desired results and improve efficiency.

Focus on results and rewards, not the process or journey.

38Dee Sample


Keys to ManagingThis section discusses the needs which must be met in order for Dee to perform at anoptimum level. Some needs can be met by herself, while management must providefor others. It is difficult for a person to enter a motivational environment when thatperson's basic management needs have not been fulfilled. Review the list with Deeand identify 3 or 4 statements that are most important to her. This allows Dee toparticipate in forming her own personal management plan.

Dee needs:

Assistance in staying on task when she is not the leader of the project.

Help understanding the effect on her image when she disengages fromuncontrolled projects.

To understand that not all problems are a nail, therefore all solutionscannot be a hammer.

A manager that understands her potentially explosive nature is from thedesire to achieve and win in new and different ways.

A manager that understands her need to explore many systems tocapture all possibilities.

Support in properly displaying her passion for the way things could be.

To be given power and authority to achieve results through people.

Needs task-oriented challenges.

Help to understand how managing her intensity can align others to herobjectives.

To understand that people who do not move at her pace may still offervalue and a return on investment.

To be an active listener instead of dominating the discussion.

To understand that not all people are driven by return and challenges.

39Dee Sample


Introduction Acumen Indicators Section

Research has shown that the most effective people are those who understand themselves, boththeir strengths and weaknesses, so they can develop strategies to meet the demands of theirenvironment.

The Acumen Indicators Section is designed to help an individual truly understand themselves,how they analyze and interpret their experiences. A person's acumen, keenness and depth ofperception or discernment, is directly related to their level of performance. The stronger aperson's acumen, the more aware they are of their reality in both their external and internal world.

This section explores both how a person interacts with the external world and from a personalperspective. There are seven primary areas that this section will explore:

Summary of Acumen CapacityWorld View General CharacteristicsSelf View General CharacteristicsClarity of Performance and Situational AwarenessCapacity for Problem SolvingReaction IndexBusiness Performance Summary

Be sure to read the entire section with an open mind. Everyone has areas where they canimprove. Use the content of this section while working with your mentor, professional coach ormanager in order to make improvements, both personally and professionally.

40Dee Sample


Summary of Acumen CapacityThe Dimensions section measures Dee's capacity to understand each of the dimensions individuallyas well as the capacity to differentiate the value elements in situations.

Individuality

Practical Situations

System & Order

Distinction Index

WE

LL DE

VE

LOP

ED

DE

VE

LOP

ED

NE

ED

S D

EV

ELO

PM

EN

T

World View Self-View

The Individuality column relates to the development of your capacity todiscern individuality in others and individuality in oneself. How well do youunderstand others? How well developed is your sense of self? (FeelingColumn)

The Practical Situations column relates to the development of your capacity todiscern the value in situations in the outside world and in one's own roles inlife. How well do you understand all aspects of practical situations? How welldo you understand your roles in life? (Doing Column)

The Systems and Order column relates to the development of your capacityto discern systems and order in the world and within oneself. How well doyou understand structure and organization in the world? How well do youunderstand your self-organization and future direction? (Thinking Column)

The Distinction Index Column relates to your development of the capacity todifferentiate values in general in the world as well as within oneself.(Judgment Column)

We will be exploring this information in more detail over the next two pages inthe World View and Self View sections.

41Dee Sample


World ViewThis is how Dee sees the world around her. This view measures her clarityand understanding of people, tasks and systems. It could also be looked at interms of feeling, doing and thinking from an external standpoint. Thestatements below are based primarily on the 3 dimensions on the left side ofthe dimensional balance page and are in a random order.

Dee is resourceful and conscious of the time it will take to do something.

Dee tends to accomplish tasks according to standards.

Dee doesn't want other people to interfere with getting things done.

Dee treats each person as a unique individual.

Dee will get a sense of satisfaction from any environment with a strongemphasis on people.

Dee enjoys forming and maintaining close affiliations with others.

Dee needs to be surrounded by organizational structure that providesclear direction and defines the results or standards that she is expected toachieve.

Dee understands systems and order in the world.

Dee has good thinking and planning abilities.

Dee tends to be flexible while maintaining objectivity.

EXTERNAL FACTORS (Part 1) INTERNAL FACTORS (Part 2)

Score

Bias

8.6 9.4 8.0 7.2 7.8 7.0

0 0

1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

UnderstandingOthers

PracticalThinking

SystemsJudgment

Sense of Self Role Awareness Self Direction

42Dee Sample


Self ViewThis is how Dee sees herself. This view measures her clarity andunderstanding of herself, her roles in life and her direction for the future. Theinternal dimensions are a reflection of her from both personal and professionalviewpoints. The statements below are based primarily on the 3 dimensions onthe right side of the dimensional balance page and are in a random order.

Dee is a person who emphasizes her personal and professional roles.

Dee may benefit from gaining a better understanding of her roles.

Dee could gain a clearer understanding of her roles in life by askingherself, "What are my major roles?"

Dee knows who she is.

Dee puts some emphasis on defining herself as a unique individual.

Dee could benefit from continuously challenging herself in order tocontinue to grow.

Dee has ideas as to where she is going and likes to be in control of herlife.

Dee may apply her life planning skills for personal growth.

Dee focuses on planning and organizing as it relates to her future.


Score

Bias

8.6 9.4 8.0 7.2 7.8 7.0

0 0

1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

UnderstandingOthers

PracticalThinking

SystemsJudgment

Sense of Self Role Awareness Self Direction

43Dee Sample


Clarity of Performance and SituationalAwarenessClarity of Performance and Situational Awareness score both internally and externally.The Clarity of Performance measures a person's ability to see the relevant insituations, their capacity for focusing on, understanding and valuing the dimensionsevenly in the outside world and within oneself. The Situational Awareness score is themeasurement of Dee's awareness of the reality of the outside world and within herown world.

External Clarity of Performance: Development of a sense of proportion in evaluating personal, practical and theoretical situations in the outsideworld.

NeedsClarity Moderate Clarity

HighClarity

Dee has slight "astigmatism" in her view of the world as she feels thatsystems and structure are less important than how things are being doneand the people that are doing them.

In terms of people, tasks and systems, Dee has the least clarity when itcomes to systems.

Dee lacks some clarity in terms of theoretical matters and as such has amoderately developed sense of proportion about the world.

External Situational Awareness: Development of the awareness of thereality of the world.

NeedsDevelopment Developed

WellDeveloped

Dee should seek to develop her overall understanding of situations andissues in her work environment.

Dee may be "closed" to certain things.

Dee may be unrealistic in matters personal, practical and theoretical.


44Dee Sample


Clarity of Performance and SituationalAwareness Continued

Internal Clarity of Performance: Development of a sense of proportion in evaluating personal, practical and theoretical situations in oneself.

NeedsClarity Moderate Clarity

HighClarity

Dee has a balanced view of internal issues and situations.

Dee has good clarity of her uniqueness as an individual and her currentlife's roles, but would benefit from a stronger picture of who and what shewants to become in her future.

She is comfortable handling all types of internal situations and issues.

Internal Situational Awareness: Development of the awareness of thereality of one's own self.

NeedsDevelopment Developed

WellDeveloped

Dee has superior awareness of herself in terms of her individuality, roleand goals.

Dee is able to view herself objectively.

Dee has realistic expectations for herself, her job and her future.

How would making improvements in these areas benefit your personal andprofessional life?

In what areas do you feel you would have the most benefit from furtherdeveloping?


45Dee Sample


Summary of Capacity for Problem Solving

Individual Situations

Complex Situations

Theoretical and Normative Situations

Problem and Decision Index

Reaction Index

WE

LL DE

VE

LOP

ED

DE

VE

LOP

ED

NE

ED

S D

EV

ELO

PM

EN

T

World View Self-View

The Individual Situations column relates to the development ofyour capacity to discern the importance within situationsconcerning the individuality of others and concerning one's ownindividuality.

The Complex Situations column relates to the development ofyour capacity to discern the importance within practical situationsand in situations concerning one's own roles in life.

The Theoretical Situations column relates to the development ofyour capacity to discern the importance within systems and insituations requiring self-discipline.

The Problems and Decisions column relates to the developmentof your capacity to discern the importance within situations in theworld and in oneself.

The Reaction Index column relates to the development of yourcapacity for organizing one's reactions when confronted withsituations in the world and within oneself.

46Dee Sample


Capacity for Problem SolvingThe Problem Solving Summary will identify Dee's capacity to solve problems andconcentrate during challenging times and ability to make balanced decisions. Levelsof development will be indicated by Well Developed, Developed or NeedsDevelopment as well as through a numerical score.

Capacity for Solving Problems Involving People - The ability toperceive the important within the complex in outside situations concerningthe individuality of others and the ability to solve personal problems ofothers.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.4

8.6*

Capacity for Solving Practical Problems - The ability to perceive theimportant within the complex in outside situations in order to solve practicalproblems in the outside world.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

10.0

8.2*

Capacity for Solving Theoretical Problems - The ability to perceive theimportant within the complex in outside situations or systems in order tosolve theoretical problems in the outside world.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.2

8.1*

Capacity for Problem Solving and Decision Making in the OutsideWorld - The ability to perceive all relevant information needed withincomplex situations for the task at hand in order to make importantdecisions.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.4

7.9*


47Dee Sample


Capacity for Problem Solving Continued

Internal Problem Solving Ability - The ability to perceive the importantwithin the complex in situations that concern one's own individuality inorder to solve one's own personal problems.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

7.4

7.7*

Problem Solving Ability Within One's Roles - The ability to perceive theimportant within the complex in situations which concern one's roles inorder to resolve personal practical problems.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

7.6

7.5*

Problem Solving Ability Regarding One's Future - The ability toperceive the important within the complex in problems which requireself-discipline and the ability to resolve theoretical personal problems.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

7.4

7.5*

Capacity for Problem Solving and Decision Making Within One's Self - The ability to perceive the important within the complex within one's self inorder to resolve problems and to make personal decisions.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

6.6

6.6*


48Dee Sample


Reaction IndexThe Reaction Index is determined by looking at Dee's External Control and InternalControl. The combination of this information will identify one's capacity for appropriateresponse in difficult situations. Levels of development will be indicated by WellDeveloped, Developed or Needs Development.

External Control: The ability to appear to be rational and in control whenfacing problems or crises.NeedsDevelopment Developed

WellDeveloped

She shows discipline and organization when reacting to conflict, primarilydealing with problems involving other people.

She shows discipline and organization when reacting to conflict, primarilydealing with problems involving practical situations.

She shows discipline and organization when reacting to conflict, primarilydealing with problems involving systems and theories.

Her capacity to organize and control her reactions when confronted withoutside problems is well developed.

Internal Control: The ability to remain in conscious command of one'sinternal self when confronted with difficult circumstances and to respondrationally.NeedsDevelopment Developed

WellDeveloped

She shows lack of discipline and organization when reacting to conflict,primarily dealing with problems involving her own individuality.

She shows lack of discipline and organization when reacting to conflict,primarily dealing with problems involving her roles in life.

She shows lack of discipline and organization when reacting to conflict,primarily dealing with problems involving self-discipline.

Her capacity to organize and discipline her reactions when confrontedwith problems within herself needs development.


49Dee Sample


Business Performance SummaryThe business performance summary will identify Dee's capacity to solve problems andconcentrate during challenging times and ability to make balanced decisions. Levelsof development will be indicated through a numerical score for Balanced DecisionMaking and External and Internal Control as well as by Well Developed, Developedand Needs Development for the Attitude Index.

Balanced Decision Making - The ability to make consistently sound andtimely decisions in one's personal and professional life.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

7.2

7.0*

External Concentration Index - The ability to concentrate with a sense ofproportion in external situations.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

8.9

7.5*

Internal Concentration Index - The ability to concentrate with a sense ofproportion in internal situations.0. . . . 1 . . . . 2 . . . . 3 . . . . 4 . . . . 5 . . . . 6 . . . . 7 . . . . 8 . . . . 9 . . . .10

9.6

6.7*

Attitude Index: Attitude Index shows the positive or negative attitude ofthe person toward the world and is a result of over or under-valuing thestatements in the questionnaire.NeedsDevelopment Developed

WellDeveloped

6.9* - External - Internal - Combined External and Internal

Attitude Index General Descriptors

Appreciative - grateful, thankful

Approving - favorable

Positive - encouraging, upbeat

Open-minded - accessible, flexible

Dynamic - lively, energetic, vibrant


50Dee Sample


Dimensional Balance


Score

Bias

8.6 9.4 8.0 7.2 7.8 7.0

0 0

1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

UnderstandingOthers

PracticalThinking

SystemsJudgment

Sense of Self RoleAwareness

Self Direction

Population meanOvervaluationNeutral valuationUndervaluation

50

100100- +

50

100100- +

50

100100- +

50

100100- +

50

100100- +

50

100100- +

Rev: 0.96-0.83

T: 5:38

51Dee Sample


Introduction Competencies Section

Your success in any job depends on the value of your contribution to the organization. Managers,mentors and professional coaches can encourage, advise and guide you as you growprofessionally. However, the ultimate responsibility for your career development is yours andyours alone.

This report is designed to assist you in managing and developing your career. For many jobs,personal skills are as important as technical skills in producing superior performance. Personalskills are often transferable to different jobs, whereas technical skills are usually more specific.

While personal skills are certainly important for career development, it is not necessary to fullydevelop every one. In fact, development of a personal skill may not benefit your career if it isn'trequired in your current job. In order to optimize your career potential, it is best to focus yourdevelopment efforts on the personal skills that are required in your current job, or the job youwant.

Be sure to read the entire report with an open mind. Everyone has areas where they canimprove. Before deciding to work on developing personal skills you have not yet fully developed,you may want to discuss the report with a trusted peer, mentor or professional coach. You mayeven wish to share the report with your manager. In most cases, management takes a verypositive view of individuals who wish to develop their skills.

52Dee Sample


Development IndicatorThis section of your report shows your development level of 25 personal skills based on your responses tothe questionnaire.

Understanding Others

Continuous Learning

Interpersonal Skills

Employee Development/Coaching

Leadership

Personal Accountability

Decision Making

Negotiation

Appreciating Others

Influencing Others

Self Starting

Problem Solving

Diplomacy

Resiliency

Customer Focus

Project Management

Goal Orientation

Futuristic Thinking

Planning and Organizing

Creativity and Innovation

Conceptual Thinking

Teamwork

Time and Priority Management

Flexibility

Conflict Management

0 10 20 30 40 50 60 70 80 90 100

T: 9:37

53Dee Sample


Competencies HierarchyYour unique hierarchy of competencies is key to your success. Knowing what theyare is essential to reaching your goals. The graphs below rank your competenciesfrom top to bottom.

1. Understanding Others - Understanding the uniqueness andcontributions of others.0 10 20 30 40 50 60 70 80 90 100

70

76*

2. Continuous Learning - Taking initiative to regularly learn newconcepts, technologies and/or methods.0 10 20 30 40 50 60 70 80 90 100

67

62*

3. Interpersonal Skills - Effectively communicating, building rapportand relating well to all kinds of people.0 10 20 30 40 50 60 70 80 90 100

60

71*

4. Employee Development/Coaching - Facilitating, supporting andcontributing to the professional growth of others.0 10 20 30 40 50 60 70 80 90 100

60

72*

5. Leadership - Organizing and influencing people to believe in avision while creating a sense of purpose and direction.0 10 20 30 40 50 60 70 80 90 100

57

62*

6. Personal Accountability - Being answerable for personal actions.0 10 20 30 40 50 60 70 80 90 100

57

67*

7. Decision Making - Analyzing all aspects of a situation to makeconsistently sound and timely decisions.0 10 20 30 40 50 60 70 80 90 100

53

50** 68% of the population falls within the shaded area.

54Dee Sample


Competencies Hierarchy8. Negotiation - Listening to many points of view and facilitatingagreements between two or more parties.0 10 20 30 40 50 60 70 80 90 100

50

51*

9. Appreciating Others - Identifying with and caring about others.0 10 20 30 40 50 60 70 80 90 100

50

55*

10. Influencing Others - Personally affecting others actions,decisions, opinions or thinking.0 10 20 30 40 50 60 70 80 90 100

50

58*

11. Self Starting - Demonstrating initiative and willingness to beginworking.0 10 20 30 40 50 60 70 80 90 100

50

64*

12. Problem Solving - Defining, analyzing and diagnosing keycomponents of a problem to formulate a solution.0 10 20 30 40 50 60 70 80 90 100

47

54*

13. Diplomacy - Effectively and tactfully handling difficult or sensitiveissues.0 10 20 30 40 50 60 70 80 90 100

47

56*

14. Resiliency - Quickly recovering from adversity.0 10 20 30 40 50 60 70 80 90 100

47

63*


55Dee Sample


Competencies Hierarchy15. Customer Focus - Anticipating, meeting and/or exceedingcustomer needs, wants and expectations.0 10 20 30 40 50 60 70 80 90 100

47

69*

16. Project Management - Identifying and overseeing all resources,tasks, systems and people to obtain results.0 10 20 30 40 50 60 70 80 90 100

43

56*

17. Goal Orientation - Setting, pursuing and attaining goals,regardless of obstacles or circumstances.0 10 20 30 40 50 60 70 80 90 100

43

72*

18. Futuristic Thinking - Imagining, envisioning, projecting and/orcreating what has not yet been actualized.0 10 20 30 40 50 60 70 80 90 100

40

49*

19. Planning and Organizing - Establishing courses of action toensure that work is completed effectively.0 10 20 30 40 50 60 70 80 90 100

40

52*

20. Creativity and Innovation - Creating new approaches, designs,processes, technologies and/or systems to achieve the desired result.0 10 20 30 40 50 60 70 80 90 100

40

56*

21. Conceptual Thinking - Analyzing hypothetical situations, patternsand/or abstract concepts to formulate connections and new insights.0 10 20 30 40 50 60 70 80 90 100

37

59*


56Dee Sample


Competencies Hierarchy22. Teamwork - Cooperating with others to meet objectives.0 10 20 30 40 50 60 70 80 90 100

37

63*

23. Time and Priority Management - Prioritizing and completing tasksin order to deliver desired outcomes within allotted time frames.0 10 20 30 40 50 60 70 80 90 100

37

65*

24. Flexibility - Readily modifying, responding and adapting to changewith minimal resistance.0 10 20 30 40 50 60 70 80 90 100

37

70*

25. Conflict Management - Understanding, addressing and resolvingconflict constructively.0 10 20 30 40 50 60 70 80 90 100

33

62*


57Dee Sample


Summary of CompetenciesYour unique hierarchy of competencies is key to your success. Knowing what theyare is essential to reaching your goals.

1. Understanding Others: Understanding the uniqueness and contributions ofothers.

Demonstrates the ability to evaluate others.Strives to understand the unique qualities of all people.Evaluates many aspects of the people in her surroundings.Recognizes how other people can contribute.Accepts individuals’ unique abilities and looks for ways for them tocontribute.Utilizes feedback to identify strengths in other people.Seeks to understand how certain decisions can impact others.Sees the unique contributions of colleagues.Relates and connects with others.Understands the unique motivations, needs and aspirations of others.

2. Continuous Learning: Taking initiative to regularly learn new concepts,technologies and/or methods.

Demonstrates curiosity and enthusiasm for learning.Takes initiative in acquiring and mastering the skills and knowledgerequirements of a position.Keeps abreast of current or new information through reading and otherlearning methods.Actively interested in new technologies, processes and methods.Welcomes or seeks assignments requiring new skills and knowledge.Expends considerable effort and/or time on learning.Genuinely enjoys learning.Identifies opportunities to gain knowledge.May be considered a knowledgeable resource by others.Enjoys new resources or methods for learning.

58Dee Sample


Summary of Competencies

3. Interpersonal Skills: Effectively communicating, building rapport andrelating well to all kinds of people.

Strives for self-awareness in a social setting.Demonstrates sincere interest in others.Treats all people with respect, courtesy and consideration.Respects differences in the attitudes and perspectives of others.Listens, observes and strives to gain understanding of others.Communicates effectively.Shows sensitivity to diversity issues.Develops and maintains relationships with many different kinds ofpeople regardless of differences.Handles any situation gracefully by using non-verbal communication,in-depth questioning and listening skills.Recognizing other’s perspectives, by actively listening, thus providingmany views of a given situation.

4. Employee Development/Coaching: Facilitating, supporting and contributingto the professional growth of others.

Inspires confidence in others' ability to grow professionally.Identifies and facilitates developmental opportunities.Encourages initiative and improvement.Provides opportunities for enhancement.Gives new and challenging work assignments.Acknowledges and praises improvements.Supports, coaches and mentors the development of others.Views mistakes as opportunities for learning.Promotes learning and professional growth.Understands the uniqueness and current level of each participant.

5. Leadership: Organizing and influencing people to believe in a vision whilecreating a sense of purpose and direction.

Inspires others with compelling visions.Takes risks for the sake of purpose, vision or mission.Builds trust and demonstrates integrity with a noticeable congruencebetween words and actions.Demonstrates optimism and positive expectations of others.Delegates appropriate levels of responsibility and authority.Involves people in decisions that affect them.Addresses performance issues promptly, fairly and consistently.Adapts methods and approaches to create an environment to allowothers to be successful.Makes decisions that are best for the organization and attempts tomitigate the negative consequences for people.Demonstrates loyalty to constituents.

59Dee Sample



6. Personal Accountability: Being answerable for personal actions.Demonstrates the ability to self evaluate.Strives to take responsibility for her actions.Evaluates many aspects of her personal actions.Recognizes when she has made a mistake.Accepts personal responsibility for outcomes.Utilizes feedback.Observes and analyzes data to learn from mistakes.Sees new possibilities by examining personal performance.Accepts responsibility for actions and results.Willing to take ownership of situations.

7. Decision Making: Analyzing all aspects of a situation to make consistentlysound and timely decisions.

Demonstrates an ability to make thorough decisions in a timely manner.Gathers relevant input and develops a rationale for making decisions.Evaluates the impact or consequences of decisions before makingthem.Acts decisively once all aspects have been analyzed.Focuses on timely decisions after the situations have been completelydiagnosed.Willing to update decisions if more information becomes available.Provides a rationale for decisions when necessary.Systematically analyzes information before making a decision.Looks at all aspects of a situation including historical components.Asks the right questions rather than making assumptions to produce atimely decision.

8. Negotiation: Listening to many points of view and facilitating agreementsbetween two or more parties.

Understands both parties must get something they want beforeagreement is feasible.Listens to identify and understand what each party wants.Determines what each party is willing to accept in an agreement.Establishes a non-threatening environment conducive to opencommunication for discussing possible terms of agreement.Develops the terms for an agreement.Ensures each party understands the terms of agreement.Binds agreements between parties with verbal and/or written contracts.Listens to all sides involved and ensures all parties understands theissues.Allows all parties to express their viewpoints.Facilitates mutually beneficial outcomes to satisfy various interests.

60Dee Sample



9. Appreciating Others: Identifying with and caring about others.Demonstrates genuine concern for others.Respects and values people.Wants to ensure people experience positive emotions.Expends considerable effort to impact the needs, concerns and feelingsof others.Advocates for the interests, needs and wants of others.Demonstrates sensitivity and understanding.Takes personal and/or professional risks for the sake of others.Recognizes and enjoys the good qualities of others.Provides support, appreciation and recognition.Displays kindness and concern for others.

10.Influencing Others: Personally affecting others’ actions, decisions, opinionsor thinking.

Utilizes the knowledge of others’ needs, wants, beliefs, attitudes, andbehavior to promote a concept, product or service.Builds trust and credibility before attempting to promote concepts,products or services.Understands and utilizes the behaviors of others to personally affect anoutcome.Uses logic and reason to develop rational arguments that challengecurrent assumptions.Identifies and addresses the barriers that prevent people from seeingthe benefits.Adapts techniques to understand and meet the needs and wants ofthose being influenced.Understands the role self-awareness plays in influencing others.Leverages a person in an indirect but important way.Produces effects on the actions, behavior and opinions of others.Brings others to their way of thinking without force or coercion.

61Dee Sample



11.Self Starting: Demonstrating initiative and willingness to begin working.Possesses a strong work ethic and belief in getting results.Takes initiative and does whatever it takes to achieve objectives.Projects self-assurance in getting the task started.Starts quickly to avoid setbacks.Asserts self in personal and professional life.Willing to begin working regardless of circumstances.Accepts personal responsibility for achieving personal and professionalgoals.Functions effectively and achieves results regardless of circumstances.Takes initiative and acts without waiting for direction.Displays self-confidence, conscientiousness, assertiveness, persistenceand is achievement-oriented.

12.Problem Solving: Defining, analyzing and diagnosing key components of aproblem to formulate a solution.

Anticipates, identifies and resolves problems or obstacles.Utilizes logical processes to analyze and solve problems.Defines the causes, effects, impact and scope of problems.Identifies the multiple components of problems and their relationships.Prioritizes steps to a solution.Defines and develops criteria for optimum solutions.Evaluates the potential impact of possible solutions.Looks for specific goals, clearly defined solution paths, and/or clearexpected solutions.Allows for initial planning including some abstract thinking to come upwith creative solutions.Understands and defines the problem before jumping to a solution.

13.Diplomacy: Effectively and tactfully handling difficult or sensitive issues.Effectively utilizes tact and diplomacy in working with people acrosshierarchical, functional and/or cultural borders.Understands cultural, climate and organizational issues.Adapts conduct and communications to "politically correct" standards.Effectively leverages networks of influence to enable progress.Is sensitive to the needs of special interest groups within organizations.Builds relationships and networks with key people of influence.Provides advice, counsel and mentoring on organizational issues.Utilizes both formal and informal networks internally to obtain supportand achieve results.Expresses the context of a situation in a non-confrontational or positivemanner.

62Dee Sample



14.Resiliency: Quickly recovering from adversity.Demonstrates the ability to overcome setbacks.Strives to remain optimistic in light of adversity.Evaluates many aspects of the situations to create a positive outcome.Recognizes criticism is an opportunity to improve.Accepts setbacks and looks for ways to progress.Utilizes feedback to forge forward.Seeks to understand how certain obstacles can impact results.Sees the unique opportunities by overcoming challenges.Swiftly works through the emotions and effects of stressful events.Copes with the inevitable bumps in life.

15.Customer Focus: Anticipating, meeting and/or exceeding customer needs,wants and expectations.

Strives to anticipate, identify and understand customers' wants, needsand concerns.Responds to customers with a sense of urgency.Follows through on customer requests.Is patient and courteous with customers.Resolves issues and complaints to the satisfaction of customers.Expends extraordinary effort to satisfy customers.Develops relationships with customers.Partners with customers to assist them in achieving their objectives.Acts as an advocate for customers' needs.Takes professional risks for the sake of customers' needs.

16.Project Management: Identifying and overseeing all resources, tasks,systems and people to obtain results.

Identifies all required components to achieve goals, objectives orresults.Demonstrates the ability to utilize the right people to complete theproject.Establishes high performance standards.Holds people accountable and is focused on goals and priorities.Identifies barriers to objectives and removes them.Delegates appropriate responsibilities and authority.Ensures adequate resources are available to achieve objectives.Makes decisions that benefit the outcome of the project.Plans, organizes, motivates and controls resources, procedures andprotocols to achieve specific goals.Maintains the objectives while honoring designated constraints.

63Dee Sample



17.Goal Orientation: Setting, pursuing and attaining goals, regardless ofobstacles or circumstances.

Acts instinctively to achieve objectives without supervision.Expends the necessary time and effort to achieve goals.Recognizes and acts on opportunities to advance progress to meetgoals.Establishes and works toward ambitious and challenging goals.Develops and implements strategies to meet objectives.Measures effectiveness and performance to ensure results are attained.Acts with a determination to achieve goals.Demonstrates persistence in overcoming obstacles to meet objectives.Takes calculated risks to achieve results.Employs a strategy that affects how they approach tasks and futureprojects.

18.Futuristic Thinking: Imagining, envisioning, projecting and/or creating whathas not yet been actualized.

Demonstrates an ability to connect the dots and see the big picture.Looks beyond the forces driving the current reality that may havelong-term effects.Utilizes foresight and intuitive perception as well as factual events todraw inferences.Recognizes, supports and/or champions cutting-edge ideas.Anticipates future trends or events.Envisions possibilities others may not.Imagines and/or predicts changes in current reality based on deductiveand conceptual reasoning.Creates an environment where forward thinking is the norm not theexception.Envisions ideas that may be seen as unobtainable by others.Mentally lives in the future and does not allow current technology tocloud their vision.

64Dee Sample



19.Planning and Organizing: Establishing courses of action to ensure thatwork is completed effectively.

Works effectively within established systems.Utilizes logical, practical and efficient approaches.Prioritizes tasks for optimum productivity.Develops procedures, processes and systems for order, accuracy,efficiency and productivity.Anticipates probable effects, outcomes and risks.Develops contingency plans to minimize waste, error and risk.Allocates, adjusts and manages resources according to priorities.Monitors implementation of plans and makes adjustments as needed.Establishes action plans to ensure desired results.Allows for practical, systematic and organized conclusions.

20.Creativity and Innovation: Creating new approaches, designs, processes,technologies and/or systems to achieve the desired result.

Notices unique patterns, variables, processes, systems or relationships.Expresses non-traditional perspectives and/or novel approaches.Synthesizes data, ideas, models, processes or systems to create newinsights.Challenges established theories, methods and/or protocols.Encourages and promotes creativity and innovation.Modifies existing concepts, methods, models, designs, processes,technologies and systems.Develops and tests new theories to explain or resolve complex issues.Applies unorthodox theories and/or methods.Imagines new or revolutionary concepts, methods, models, designs,processes, technology, systems, products, services or industries.Combines knowledge, curiosity, imagination, and evaluation to achievedesired results.

65Dee Sample



21.Conceptual Thinking: Analyzing hypothetical situations, patterns and/orabstract concepts to formulate connections and new insights.

Demonstrates the ability to identify patterns, themes or connections notnoticed by others.Gathers hypothetical or abstract concepts to formulate new insights.Evaluates many patterns to formulate connections.Recognizes unique or unusual perspectives.Envisions hypothetical situations to formulate new concepts.Utilizes patterns to develop new ways to process information.Observes and analyzes data to create new methods, techniques orprocesses.Sees new possibilities by dissecting the situation and examining theparts.Integrates issues and factors into a practical framework.Understands a situation or problem by identifying patterns orconnections, to address key underlying issues.

22.Teamwork: Cooperating with others to meet objectives.Respects team members and their individual perspectives.Makes team objectives a priority.Works toward consensus when team decisions are required.Meets agreed-upon deadlines on team assignments and commitments.Shares responsibility with team members for successes and failures.Keeps team members informed regarding projects.Supports team decisions.Recognizes and appreciates the contributions of team members.Behaves in a manner consistent with team values and mission.Provides constructive feedback to team members.Responds positively to feedback from team members.Raises and/or confronts issues limiting team effectiveness.

23.Time and Priority Management: Prioritizing and completing tasks in order todeliver desired outcomes within allotted time frames.

Effectively manages difficulties and delays to complete tasks on time.Effectively manages time and priorities to meet deadlines.Presents completed tasks on or before the deadline.Demonstrates an ability to maintain deadlines in the midst of crisis.Strives to improve prioritization.Balances timelines and desired outcomes.Takes initiative and prioritizes tasks to stay on schedule.Accepts responsibility for deadlines and results.Creates an environment conducive to effectiveness.Reduces the amount of time spent on non-priorities.

66Dee Sample



24.Flexibility: Readily modifying, responding and adapting to change withminimal resistance.

Responds promptly to shifts in direction, priorities and schedules.Demonstrates agility in accepting new ideas, approaches and/ormethods.Effective in shifting priorities and tasks.Modifies methods or strategies to fit changing circumstances.Adapts personal style to work with different people.Maintains productivity during transitions.Embraces and/or champions a shift in activity.Strives to adapt to situational demands.Capable of changing or adjusting to meet particular or varied needs.Able to step outside their comfort zone and try something they haven’tdone before.

25.Conflict Management: Understanding, addressing and resolving conflictconstructively.

Readily identifies and addresses issues, concerns or conflicts.Recognizes opportunities for positive outcomes in conflict situations.Reads situations accurately to pinpoint critical issues.Listens to gain understanding of an issue from different perspectives.Diffuses tension and effectively handles emotional situations.Assists people in adversarial positions to identify common interests.Strives to settle differences equitably.Settles differences without damaging relationships.Strives to limit the negative aspects of conflict while increasing thepositive.Focuses on enhancing learning and group outcomes, includingeffectiveness or performance.

67Dee Sample


Getting the Most From Your Report

Questions about the personal skills you are well developed in:

Are you using the personal skills you are well developed in more in your personal orprofessional life?How is your development of these personal skills contributing to your success?How can you use these personal skills to advance your career, get a promotion or secure abetter job?Do other people know that you are well developed in these personal skills?If not, what would be the benefit of sharing this information with them?

Questions about the personal skills in which you are developed and moderately developed:

How has not fully developing these personal skills hindered your ability to succeed personallyor professionally?Which of these personal skills might help you the most personally, if you developed themmore thoroughly?Which of these personal skills might help you the most professionally, if you developed themmore thoroughly?

Questions about the personal skills you have not yet developed:

Which of these personal skills might help you the most personally, if you developed them?Which of these personal skills might help you the most professionally, if you developedthem?

68Dee Sample


Documents

TriMetrix HD - BWL